University Lifelong Learning Strategy
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Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
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University Lifelong Learning Strategy
- 1. JM Filloque, 15 June 2017 1 Dr. Jean-Marie FILLOQUE Former Vice-Rector for LLL and academic affairs of the University of Brest Former President of the French National Network of UCE departments (CDSUFC) 15 June 2017 Jönköping University Jönköping, SE Diversity and social engagement, contributions of Universities lifelong learning strategies in Europe 18 april 2012
- 2. JM Filloque, 15 June 2017 “ Perhaps never before in recent history has the role of higher education been so intricately tied to the economic, social and environmental fabric of the modern world. The demands from all stakeholders for quality, robust and diverse systems of higher education to take an active responsibility in addressing the challenges of the world’s pressing issues is likewise unprecedented....” 18 april 2012 2 Part 2Part 1 Introduction Peter J. Wells Chief, Higher Education, UNESCO In Global University Network for Innovation (GUNi) Toward a Socially Responsible University, Balancing the Global with the Local, 2017, page 31.
- 3. JM Filloque, 15 June 2017 University Lifelong Learning, an holistic answer to the world challenges 3 “ULLL is the provision by Higher Education Institutions of learning opportunities, services and research for: • the personal and professional development of a wide range of individuals – lifelong and life wide; • and the social, cultural and economic development of communities and the region. It is at university level and research based; it focuses primarily on the needs of the learners and it is often developed and/or provided in collaboration with stakeholders and external actors.” Part 2Part 1 Introduction Pat Davies and alt., 2007 In the final report of the BeFlex project: Benchmarking flexibility in the Bologna Reforms , p. 13)
- 4. JM Filloque, 15 June 2017 Inclusivity as part of the social responsibility of HEI… 4 A political (and strategic?) engagement • of the governments • of the European Commission Part 2Part 1 Introduction
- 5. JM Filloque, 15 June 2017 Inclusivity as part of the social responsibility of HEI… a political engagement • The London communiqué of the Ministers responsible for Higher Education in the countries participating in the Bologna Process EHEA, 2007 and • The European Council conclusions on the social dimension of Higher Education, 2013 5 Part 2Part 1 Introduction
- 6. JM Filloque, 15 June 2017 The London communiqué of the Ministers responsible for Higher Education in the countries participating in the Bologna Process EHEA, 2007: “ We share the societal aspiration that the student body entering, participating in and completing higher education at all levels should reflect the diversity of our populations. We reaffirm the importance of students being able to complete their studies without obstacles related to their social and economic background. We therefore continue our efforts to provide adequate student services, create more flexible learning pathways into and within higher education, and to widen participation at all levels on the basis of equal opportunity.” 6 Part 2Part 1 Introduction
- 7. JM Filloque, 15 June 2017 The European Council conclusions on the social dimension of Higher Education, 2013 (1): The 1st, on access, participation and completion of under-represented and disadvantaged groups, The 4th on permeability and flexibility of routes, in particular from vocational education and training (VET) and from non-formal and informal learning, The 5th on learning flexibility by part-time provisions and by modularising programmes and distance learning through the use of ICT While the 10th focuses specifically on the necessity of benchmarking and collecting quantitative data on all aspects of Social engagement effects to enhance the evidence base for policy development . 7 Part 2Part 1 Introduction The EC proposes to the governments 10 recommendations able to bring HE in a better position for its Social Dimension (SD) mission.
- 8. JM Filloque, 15 June 2017 Inclusivity as part of the social responsibility of HEI… 8 • A pragmatic constat (society) • A political (strategic) engagement (Governments, EC) • But is it a reality at institutions level? Part 2Part 2 SD in practice
- 9. JM Filloque, 15 June 2017 Inclusivity as part of the social responsibility of HEI… Yes, but.... • how to build a strategy including LLL, SD (and so diversity)? • how to evaluate and benchmark commitment to this SD? • how to improve the commitment? 9 Part 2 SD in practice
- 10. JM Filloque, 15 June 2017 Inclusivity as part of the social responsibility of HEI… • how to build a strategy including LLL, SD (and so diversity)? • how to evaluate and benchmark commitment to this SD? 10 Part 2 SD in practice A Lifelong Learning University Model for Europe* (2009-2011) Committing to the social dimension in universities** (2013-2016) * Project 504635-LLP-1-2009-1-BE-ERASMUS-EMHE ** Project 539519-LLP-1-2013-BE-ERASMUS-ESIN **
- 11. JM Filloque, 15 June 2017 Inclusivity as part of the social responsibility of HEI… • how to improve the commitment? 11 Part 2 SD in practice • how to build a strategy including LLL, SD (and so diversity)? • how to evaluate and benchmark commitment to this SD? Validation for new citizens in Europe** (2016-2019) Integrating cultural diversity in Higher Education* (2015-2018) * Project 562237-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD ** Project 580329-EPP-1-2016-1-BE-EPPKA3-IPI-SOC-IN
- 12. JM Filloque, 15 June 2017 Project 539519-LLP-1-2013-BE-ERASMUS-ESIN 13 partners 14 countries involved 12 Part 2Part 3 COMMIT Project
- 13. JM Filloque, 15 June 2017 Project 539519-LLP-1-2013-BE-ERASMUS-ESIN COMMIT main objectives are…(1) • To provide a collective and common understanding of the universities social dimension • To review and adapt the 3 tools developed in ALLUME, in order to include a wider social dimension… 1: The Strategy Process Tool to analyse in detail the way a HEI “does strategy”, taking into consideration the social dimension aspects. 2: The Strategy Content Tool to assist universities in developing a strategic overview of their current strategy related to LLL and the social dimension, mission, vision and goals. 3: The Benchmarking Tool to benchmark universities against the 10 commitments contained in the European Universities’ Charter on LLL 13 Part 2Part 3 COMMIT Project
- 14. JM Filloque, 15 June 2017 Project 539519-LLP-1-2013-BE-ERASMUS-ESIN COMMIT main objectives are…(2) • To design a new tool for monitoring attainment and test its feasibility 4: Monitoring attainment Tool to monitor the achievement of learners entering and passing through the arrangements of HEIs for LLL, with a specific vision of social dimension. • To support universities in the self-assessment of their level of commitment to the social dimension, their strategies to increase attainment, and to embed the policy and practice of University Lifelong Learning (ULLL) in a strategy of wider social interaction, promoting diversity. 14 Part 2Part 3 COMMIT Project
- 15. JM Filloque, 15 June 2017 Project 539519-LLP-1-2013-BE-ERASMUS-ESIN COMMIT “Monitoring attainment tool” goals... • To promote strategies for a more comprehensive approach to LLL/SD • To monitor not just participation but also attainment levels 15 Part 2Part 3 COMMIT Project A reduced set of selected indicators was identified that enables the monitoring of the achievement of learners entering and passing through the arrangements of HEIs for LLL, with a specific vision of social dimension. A peer to peer visit with rector/Vice-rectors hav been organised.
- 16. JM Filloque, 15 June 2017 Project 539519-LLP-1-2013-BE-ERASMUS-ESIN COMMIT “Monitoring attainment tool”. 16 Part 2Part 3 COMMIT Project How to characterize (and identify) the diversity? What kinds of provision are offered? What are the results of these learners?
- 17. JM Filloque, 15 June 2017 17 under-represented group of learners Learners with specific needs, disadvantaged groups of learners All including a gender approach. Part 2Part 3 COMMIT Project Project 539519-LLP-1-2013-BE-ERASMUS-ESIN How to characterize the diversity?
- 18. JM Filloque, 15 June 2017 18 How to characterize the diversity • Age • Under represented group: Learner with disability • Under represented group: Socially disadvantaged family • Under represented group: Immigrant of first and second generation • Under represented group: Refugee • Under represented group: Ethnic minority • Under represented group: Gender • Life-course: following a break from education and training • Life-course: after a winding biographical path after a first VET • Life-course: following experience in work (or employment) • Life-course: following a period of unemployment or unemployed... • Mode of study: part time learner • Mode of study: distance learner • Mode of study: outside working hours (i.e. personal time) • Mode of study: specific hours (evening, week end, intensive blocks of time…) • .... Part 2Part 3 COMMIT Project Project 539519-LLP-1-2013-BE-ERASMUS-ESIN
- 19. JM Filloque, 15 June 2017 19 What kind of provisions can be offered ? • Information and leaflet, • Specific desk/reception, • Pedagogical organisation, • Distance learning • Validation of formal prior learning (including VET) • Validation of Non formal and informal learning for access • Validation of Non formal and informal learning and delivery of credits • Specific funding system for tuition fees (free access, grants, specific pricing…) • Specific funding system for grants (kind of salary replacement, allocation…) • Specific system for children (nursery, kinder garden…) • Adapted tools or possibilities for disabilities • Etc. Part 2Part 3 COMMIT Project Project 539519-LLP-1-2013-BE-ERASMUS-ESIN
- 20. JM Filloque, 15 June 2017 20 Results, per gender, per category of learner Part 2Part 3 COMMIT Project Project 539519-LLP-1-2013-BE-ERASMUS-ESIN Number of academic/professional diplomas of level 4 in the EQF Number of academic/professional diplomas of level 5 in the EQF Number of academic/professional diplomas of level 6 in the EQF (Bachelor) Number of academic/professional diplomas of level 7 in the EQF(Master) Number of academic/professional diplomas of level 8 in the EQF (Doctorate) Number of other kind of diplomas or official documents (local diploma for example) Number of learners that have created (or participated in) a new activity (creation of business, NGO, cultural activities…)
- 21. JM Filloque, 15 June 2017 21 Example of data collected: Part 2Part 3 COMMIT Project Project 539519-LLP-1-2013-BE-ERASMUS-ESIN Which criteria are relevant in your university to characterise a lifelong learner or an adult learner?
- 22. JM Filloque, 15 June 2017 22 Example of data collected: Part 2Part 3 COMMIT Project Project 539519-LLP-1-2013-BE-ERASMUS-ESIN What kind of provisions can be offered ?
- 23. JM Filloque, 15 June 2017 23 Example of data collected: Part 2Part 3 COMMIT Project Project 539519-LLP-1-2013-BE-ERASMUS-ESIN What are the results? Only one partner was able to give a full set of data... .
- 24. JM Filloque, 15 June 2017 Project 539519-LLP-1-2013-BE-ERASMUS-ESIN The relevance of lifelong learning as a central element of social dimension in universities. There are steering mechanisms that can turn benevolent aspirations into concrete change. Pathways exist that can lead to ever more effective arrangements of university lifelong learning in service of well-being and equality The importance of a monitoring system. COMMIT fundamentals for diversity 24 Part 2Part 3 COMMIT Project
- 25. JM Filloque, 15 June 2017 Project 539519-LLP-1-2013-BE-ERASMUS-ESIN The monitoring system at local, regional and national level... is mostly limited, no systematics, and sometimes rises political issues like discrimination, stigmatisation... One of the non expected consequence of this project, and mainly because of on site visits, has been the awareness that discourses are not sufficient and that the monitoring of the activities is crucial to ensure that its not only rhetoric. The discussions with the institutions during the visits have been in themselves a kind of learning process for the staff. Elements of conclusion 25 Part 2Part 4 concluion
- 26. JM Filloque, 15 June 2017 Thank you for your attention 26
- 27. JM Filloque, 15 June 2017 27 Project 539519-LLP-1-2013-BE-ERASMUS-ESIN Project funded with support from the European Commission. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein Project co-ordinated by: If you have any questions or need any further details concerning COMMIT project, please contact us commit@eucen.eu http://commit.eucen.eu www.eucen.eu Special thanks to Kari Seppälä, Lucilia Santos, Françoise de Viron, Edith Kroeber, Francesca Uras, Carme Royo and all the COMMIT consortium. Dr. Jean-Marie FILLOQUE Former Vice-Rector for LLL and academic affairs of the University of Brest (Université Bretagne Loire) Former President of the French National Network of UCE departments (CDSUFC) Member of the CNEE- National Council Education- Economy Jean-Marie.Filloque@univ-brest.fr Gsm : +32 675 21 3203
- 28. JM Filloque, 15 June 2017 Links Beflex project: www.eucen.eu/BeFlex/FinalReports/BeFlexFullReportPD.pdf COMMIT project: Committing to the Social dimension in Universities: commit.eucen.eu EUA charter for ULLL www.eua.be/Libraries/higher-education/eua_charter_eng_ly-(5).pdf?sfvrsn=0 Eucen web site: www.eucen.eu GUNI web site: www.guninetwork.org/report/higher-education-world-6 HE4U2 project: Integrating cultural diversity in Higher Education: he4u2.eucen.eu UBO web site: www.univ-brest.fr VINCE project: Validation for new citizens in Europe: vince.eucen.eu 18 april 2012 28
Editor's Notes
- As an introduction, I would like to cite some words taken from the Global University Network for Innovation (GUNi) report 2017: entitled “Toward a Socially Responsible University, Balancing the Global with the Local”. the author is Peter Wells, Chief of Higher Education at the UNESCO. “ Perhaps never before in recent history has the role of higher education been so intricately tied to the economic, social and environmental fabric of the modern world. The demands from all stakeholders for quality, robust and diverse systems of higher education to take an active responsibility in addressing the challenges of the world’s pressing issues is likewise unprecedented....” We can easily agree with him, taking into account the contribution of the laboratories and researchers, building new knowledge…. But also the educational role of higher education, including what is often called “third mission”. In: Higher Education in the World 6. Towards a Socially Responsible University: Balancing the Global with the Local © GUNi 2017 First edition Girona, March 2017
- Taking into account these expectations, Eucen, as a European network for UCE, has worked since more than Twenty five years to build a better understanding of what could be the roles of HE and has proposed in 2007 a definition of ULLL that could be understood as an holistic answer to these challenges. This definition is: “ULLL is the provision by Higher Education Institutions of learning opportunities, services and research for: the personal and professional development of a wide range of individuals – lifelong and life wide; and the social, cultural and economic development of communities and the region. It is at university level and research based; it focuses primarily on the needs of the learners and it is often developed and/or provided in collaboration with stakeholders and external actors.” One aspect of these responsibilities (social) is to take into account the diversity of the population... Inclusivity is now a challenge...
- Inclusivity as part of the social responsibility of HEI… a political engagement The London communiqué of the Ministers responsible for Higher Education in the countries participating in the Bologna Process EHEA, 2007 and The European Council conclusions on the social dimension of Higher Education, 2013
- Where the ministers “share the societal aspiration “ and “continue their efforts “ The Bologna Process is a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. Through the Bologna Accords, the process has created the European Higher Education Area (29 pays have signed in 1999 in Bologna, 50 today !
- The EC provides preconisations to governements.... !! the EC invites the member states to adopt national objectives which are aimed at increasing the access, participation and completion rates of under-represented and disadvantaged groups in higher education, with a view to progressing towards the Bologna Process goal that the student body entering, participating in and completing higher education at all levels should reflect the diversity of Member States’ populations. »
- Do we (HEI) manage diversity of the audience, do we need to manage diversity ? The answers could be diverse, depending of political or ethic options. The answer for Eucen is yes we have to do, and we need to find the best way to do that.... So we have to identify underrepresented groups, and also to identify the provisions available to take into account the diversity... And finally, to monitor, as far as possible, the results of the initiatives taken at each level. EUCEN has initiated several projects dealing with these questions and i will cite some of them and focus on a specific one due to the fact that it could have an impact at all level: local (HEI management), national (regional for DE..) for regulations and European for policies monitoring. Is inclusivity an institutional reality? This is one of the questions supported by a project call “ COMMIT” and managed by EUCEN association.
- Two projects have been dedicated to these question. The first one has been developed between 2009 and 2011. Its main objective of the EUCEN’s project ALLUME (504635-LLP-1-2009-1-BE-ERASMUS-EMHE), was to explore the ways to increase the participation of universities to LLL and to give tools to universities to turn into Lifelong Learning via there strategy I will develop latter the second one, called COMMIT, and dedicated specifically to the social dimension in universities...
- Two other projects are dedicated to the implementation of specific provisions for diversity.... The Higher Education for You too (HE4U2)... focuses on the training for teachers working with migrant students and on the reform of the delivery of support for these learners with an intercultural dimension. The second one is also dedicated to the specific group of migrants and refugees. VINCE project will develop university staff training in VPL, adapting existing proven VPL methods to meet the specific needs of newcomers. The process will include the design of a set of guidelines, containing fundamental information on the culture and expectations of Europe, the host country, HE in general, the HE institution in particular, and the VPL arrangements.
- The Strategy Process Tool : Using the strategy-as-practice approach developed by Wittington, the tool Invites universities to analyse in detail their way of “doing strategy”, taking into consideration the social dimension aspects. The Strategy Content Tool : Assists universities in developing a strategic overview of their current strategy related to LLL and the social dimension, mission, vision and goals. Invites universities to select key priorities for the future and to work in detail on them, leading to a revision of their current strategy and to the formulation of an action plan The Benchmarking Tool : Aims to benchmark universities against the 10 commitments contained in the European Universities’ Charter on LLL and also against a set of social dimension indicators. Invites universities to assess their performance against these indicators and to define their objectives.
- These indicators are not necessarily available in all countries or institutions and this is, in itself, an indicator of the strategy of the country or institution towards the social dimension of HE.
- One aspect of these responsibilities (social) is to take into account the diversity of the population.... What kind of criteria can be used to evaluate this engagement? under-represented group of learners Learners with specific needs, disadvantaged groups of learners All including a gender approach. These indicators are not necessarily available in all countries or institutions and this is, in itself, an indicator of the strategy of the country or institution towards the social dimension of HE.
- One aspect of these responsibilities (social) is to take into account the diversity of the population.... What kind of criteria can be used to evaluate this engagement? These indicators are not necessarily available in all countries or institutions and this is, in itself, an indicator of the strategy of the country or institution towards the social dimension of HE.
- One aspect of these responsibilities (social) is to take into account the diversity of the population.... What kind of criteria can be used to evaluate this engagement?
- One aspect of these responsibilities (social) is to take into account the diversity of the population.... What kind of criteria can be used to evaluate this engagement?
- One aspect of these responsibilities (social) is to take into account the diversity of the population.... What kind of criteria can be used to evaluate this engagement?
- One aspect of these responsibilities (social) is to take into account the diversity of the population.... What kind of criteria can be used to evaluate this engagement?
- One aspect of these responsibilities (social) is to take into account the diversity of the population.... What kind of criteria can be used to evaluate this engagement?
- The relevance of lifelong learning as a central element of social dimension in universities. Because it is learners centered !!